By Lars Valerian Ahlfors, Lipman Bers
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Extra resources for Advances in the Theory of Riemann Surfaces, Proceedings of the 1969 Stony Brook Conference
This evaluation process has the potential to improve the program at the level of understanding the curriculum theory, as well as identifying successful and unsuccessful aspects of the practices which make up the program. Points 1 and 2 reflect the demands of external perspectives on educational processes, relating to both managerial accountabilities and theoretical understandings. Points 3 and 4 focus on internal views of the programme, engaging with the complexities of practice and the evolutionary nature of programs.
These matters cannot be settled by philosophical arguments alone. One needs to determine what changes these innovations actually produce and what effects they have on the total pattern of educational outcomes. Innovations introduced for a certain limited purpose too often produce other undesirable results. For example, a school which was greatly concerned with the development of scientific objectivity and critical thinking had stressed the reliable and dependable materials of unquestionable objectivity.
Influenced, on the one hand, by research-oriented accounts of cognitions and learning, and on the other, by policy issues related to social justice and educational effectiveness, the quantitative experimental paradigm emerged as the dominant methodology. 4 Evaluation as measurement and comparison Stufflebeam, Foley, Gephart, Hammond, Merriman and Provus defined educational evaluation as ‘the process of delineating, obtaining and providing useful information for judging decision alternatives’ (1971: 43).
Advances in the Theory of Riemann Surfaces, Proceedings of the 1969 Stony Brook Conference by Lars Valerian Ahlfors, Lipman Bers